중학생의 학교생활적응과 자기주도학습능력, 학업적 자기효능감, 진로성숙도의 구조적 관계 = A structural relationship among school adjustment, self-directed learning ability, academic self-efficacy, and career maturity of middle school students
저자
발행사항
전주 : 전주대학교 대학원, 2021
학위논문사항
학위논문(박사)-- 전주대학교 대학원 : 교육학과 2021. 2
발행연도
2021
작성언어
한국어
주제어
KDC
370 판사항(5)
발행국(도시)
전북특별자치도
형태사항
v, 107p. : 삽화, 표 ; 26cm
일반주기명
지도교수:유평수
참고문헌: p. 82-97
UCI식별코드
I804:45016-200000379530
소장기관
The purpose of this study is to analyze the structural relationship between middle school students’ adaptation to school life, self-directed learning ability, academic self-efficacy, and career maturity. To this end, research questions were established as follows:
First, what are the differences in middle school students’ adaptation to school life, self-directed learning ability, academic self-efficacy, and career maturity according to their background characteristics, including gender, grade, and academic performance?
Second, what is the structural relationship between middle school students’ adaptation to school life, self-directed learning ability, academic self-efficacy, and career maturity?
Third, what is the mediating effect of academic self-efficacy and career maturity on the relationship between self-directed learning ability and middle school students’ adaptation to school life?
Fourth, what is the moderating effect of the background characteristics of middle school students, including gender, grade, and academic performance, on the relationship between adaptation to school life, self-directed learning ability, academic self-efficacy, and career maturity?
For the study, 550 first- and second-year middle school students(seventh and eighth graders) in eight cities and counties in North Jeolla Province, including the cities of Jeonju, Iksan, Namwon, Jeongeup, and Gunsan and the counties of Imsil, Jinan, and Buan, were recruited. After excluding the results of two respondents who had not fully or properly responded to the survey questions, a total of 548 research participants were analyzed. The survey respondents consisted of 318 male students and 230 female students and 279 seventh graders and 269 eighth graders. The collected data were analyzed using the IBM SPSS 25.0 and AMOS 25.0 programs for the relationship between major variables as follows:
All paths in the research model, except for the direct path between self-directed learning ability and middle school students’ adaptation to school life, were found to have a complete mediating effect on adaptation to school life. In addition, self-directed learning ability were found to affect adaptation to school life through academic self-efficacy and career maturity. While self-directed learning ability did not directly affect the middle school students’ adaptation to school life, this factor showed an indirect effect of mediating academic self-efficacy and career maturity. Significant differences were found in the influential variables of adaptation to school life according to background variables. The variables played a more important role in self-directed learning ability for the seventh graders, while they had a more important role in studies for eighth graders during adaptation to school life. Significant differences were found between boys and girls in the influential variables of academic self-efficacy and career maturity. Furthermore, academic performance also showed significant differences; the higher the academic performance, the higher the self-directed learning ability, academic self-efficacy, career maturity, and adaptation to school life.
This study revealed that academic self-efficacy and career maturity play an important role for middle school students as motivating factors for adaptation to school life. It suggests that middle school students need to have confidence in their ability to act in a socially desirable way and faith in themselves beforehand in order to develop academic self-efficacy and career maturity.
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